AP English (A&B) Lesson Plans of Linda Robinson: Week #2 9/12/11-9/16/11
AP English
Mon.
A Day
Last
homeroom
All-school
assembly
2nd pd fire
drill??
Objectives:
(1) Intro to how to approach an AP Exam objective test. Explanation of structure, time frame, and tips to follow
(SOL 12.3, 12.4, 12.5).
(2) 60 minutes: Students will complete a full AP Exam objective test (1991 released test, 53 questions). Students
will read poems, short essays, and excerpts from novels/short stories, then respond to questions related to analysis
of tone, characterization and methods of same, diction, author’s purpose for specific techniques, grammar
(tracing antecedents), use of various rhetorical devices, development of arguments and themes, etc. This will
give students actual exam practice while reinforcing analytical skills and helping them understand what they
need to know/learn (SOL 12.3, 12.4, 12.5).
(3) While students work on the above, teacher will check/credit homework assignment for group work on I Know
Why the Caged Bird Sings (SOL 12.4).
(4) Analysis of direct and indirect characterization, and making inferences; creating and supporting thesis:
Students will work in assigned groups to analyze assigned character (Vivian, Momma, Grandmother Baxter) from I
Know Why the Caged Bird Sings. Examine images brought by students, select two that best depict the character,
and attach to poster board. Down the left margin, group members will list all the adjectives they can think of that
describe their character. To facilitate this through use of explicit language, teacher will provide a handout of
characterization adjectives. On the right side of the poster, students will provide the evidence for their adjective.
At the bottom, they will then define the type of power their character possesses/represents, being prepared to
discuss its impact on Maya’s development as a survivor (this will be the thesis---the rest of the poster will be the
support). When complete, each group will formally present their project/character to the class. However, most of
this will continue on the next class day. Discussion will follow presentations (SOL 12.4, 12.3, 12.6, 12.1).
Handouts/Materials:
(1) 1991 AP Exam released test – objective portion (practice and instruction)
(2) Graded I Know Why the Caged Bird Sings essays
(3) Handout of characterization adjectives
(4) Poster board, double-sided tape, black sharpies and colored markers
Assignments:
(1) Bring I Know Why the Caged Bird Sings to next class, with character images, for group word.
(2) Quiz (Wed.-A Day/ Thurs.-B Day) on AP Vocab Unit 2 (dramatic terms, forms of figurative language, and
types of imagery). There will also be a spelling component to the quiz.
(3) Be working on drama and novel index card study guide packet.
Tues.
B Day
Objectives:
(1) Intro to how to approach an AP Exam objective test. Explanation of structure, time frame, and tips to follow
(SOL 12.3, 12.4, 12.5).
(2) 60 minutes: Students will complete a full AP Exam objective test (1991 released test, 53 questions). Students
will read poems, short essays, and excerpts from novels/short stories, then respond to questions related to analysis
of tone, characterization and methods of same, diction, author’s purpose for specific techniques, grammar
(tracing antecedents), use of various rhetorical devices, development of arguments and themes, etc. This will
give students actual exam practice while reinforcing analytical skills and helping them understand what they
need to know/learn (SOL 12.3, 12.4, 12.5).
(3) While students work on the above, teacher will check/credit homework assignment for group work on I Know
Why the Caged Bird Sings (SOL 12.4).
(4) Teacher will give instruction on the proper construction of an introductory paragraph for an AP Exam essay and
what info MUST be included. Creation, structure, content, and placement of thesis statement will be explained.
Students will be asked to begin and maintain a “study guide” for this, composed of index cards. Separate card for
each piece of lit: list title, author, genre, period. List names and key characteristics of main characters. List themes,
key elements of style, tone. List any important quotes, etc. They will complete a card on all novels/plays read this
year, but should also go back and do this on lit recalled well from previous years (SOL 12.3, 12.5, 12.6).
(5) Teacher will return summer essay packets on Caged Bird, asking students to closely read all comments and ask
questions (SOL 12.4, 12.6)
Handouts/Materials:
(1) 1991 AP Exam released test – objective portion (practice and instruction)
(2) Graded I Know Why the Caged Bird Sings essays
Assignments:
(1) Bring I Know Why the Caged Bird Sings to next class, with character images, for group word.
(2) Quiz (Wed.-A Day/ Thurs.-B Day) on AP Vocab Unit 2 (dramatic terms, forms of figurative language, and
types of imagery). There will also be a spelling component to the quiz.
(3) Be working on drama and novel index card study guide packet.
Wed.
A Day
Objectives:
(1) Writing/Analysis Warm-Up: Students will spend 4-5 minutes writing in response to a projected quote:
interpret meaning; analyze tone/style and how it created through use of rhetorical devices; make connections and
inferences, etc. (SOL 12.3, 12.5; 12.6).
(2) Demonstrate working knowledge of dramatic terminology, forms of figurative language, etc., for analysis
of literature and use in writing: Students will take a quiz on Vocab Unit 2 of AP Exam terminology related to the
above. There will also be a spelling component to the quiz (SOL 12.3, 12.5, 12.6, 12.4).
(3) Develop/reinforce working knowledge of literary devices and modes for use in literary analysis and
writing: Students will be introduced to AP Exam vocab unit 3 (archetype through denouement). Class will review
the definitions from their vocab handout (previously provided). They will apply the terms to lit read over the
summer, as example (SOL 12.3, 12.5, 12.6, 12.4).
(4) Narrative Writing Assignment: Students will, with instruction and a handout, be introduced to their next
writing assignment—creation of a personal narrative suitable for inclusion with college applications. Considering
their audience and purpose, they will create a thesis then carefully choose events and specific, vivid details that
support their thesis and are effectively organized. The essay must answer the “So what?” question about the
experience(s), providing insight and analysis about the impact. Review of MLA format (SOL 12.7, 12.6).
(5) Reinforce ability to read and analyze an essay--- infer speaker, interpret characterization and purpose,
analyze tone and rhetorical techniques, use context clues to interpret connotations of diction, analyze use of
stylistic elements and literary devices to convey theme and attitude, etc. Teacher will lead students in a review
of the first 15 questions of the returned AP Objective Exam related to passage one: analysis of an essay excerpt.
Instruction will be provided on techniques that will assist with answer choices (same techniques apply to reading of
poetry and other prose) (SOL 12.3, 12.5, 12.4, 12.6).
(4) Analysis of direct and indirect characterization, and making inferences; creating and supporting thesis:
Students will continue work in assigned groups to analyze assigned character (Vivian, Momma, Grandmother
Baxter) from I Know Why the Caged Bird Sings. Examine images brought by students, select two that best depict
the character, and attach to poster board. Down the left margin, group members will list all the adjectives they can
think of that describe their character. On the right side of the poster, students will provide the evidence for their
adjective. At the bottom, they will then define the type of power their character possesses/represents, being
prepared to discuss its impact on Maya’s development as a survivor (this will be the thesis---the rest of the poster
will be the support). When complete, each group will formally present their project/character to the class.
However, most of this will continue on the next class day. Discussion will follow presentations (SOL 12.4, 12.3,
12.6, 12.1).
Handouts/Materials:
(1) Quote of the day – projected
(2) Quiz on AP Exam Vocab Unit 2 --- spelling component
(3) Black sharpies, colored markers, tape for finishing poster projects
(4) Return graded AP Exam objective test (practice test)
(5) Handout on personal narrative essay assignment.
Assignments:
(1) Bring I Know Why the Caged Bird Sings to next class.
(2) Review Heart of Darkness for next week
(3) Quiz on AP Exam Vocab Unit 3 (spelling component) – literary devices and modes – next Tues. A Day / next
Wed. B day.
(4) Typed personal narrative essay due (Thursday 9/22 A Day / Fri. 9/23 B Day)
Thurs.
B Day
NHS
meeting
today—
2:55
Objectives:
(1) Writing/Analysis Warm-Up: Students will spend 4-5 minutes writing in response to a projected quote:
interpret meaning; analyze tone/style and how it created through use of rhetorical devices; make connections and
inferences, etc. (SOL 12.3, 12.5; 12.6).
(2) Demonstrate working knowledge of dramatic terminology, forms of figurative language, etc., for analysis
of literature and use in writing: Students will take a quiz on Vocab Unit 2 of AP Exam terminology related to the
above. There will also be a spelling component to the quiz (SOL 12.3, 12.5, 12.6, 12.4).
(3) Develop/reinforce working knowledge of literary devices and modes for use in literary analysis and
writing: Students will be introduced to AP Exam vocab unit 3 (archetype through denouement). Class will review
the definitions from their vocab handout (previously provided). They will apply the terms to lit read over the
summer, as example (SOL 12.3, 12.5, 12.6, 12.4).
(4) Narrative Writing Assignment: Students will, with instruction and a handout, be introduced to their next
writing assignment—creation of a personal narrative suitable for inclusion with college applications. Considering
their audience and purpose, they will create a thesis then carefully choose events and specific, vivid details that
support their thesis and are effectively organized. The essay must answer the “So what?” question about the
experience(s), providing insight and analysis about the impact. Review of MLA format (SOL 12.7, 12.6).
(5) Reinforce ability to read and analyze an essay--- infer speaker, interpret characterization and purpose,
analyze tone and rhetorical techniques, use context clues to interpret connotations of diction, analyze use of
stylistic elements and literary devices to convey theme and attitude, etc. Teacher will lead students in a review
of the first 15 questions of the returned AP Objective Exam related to passage one: analysis of an essay excerpt.
Instruction will be provided on techniques that will assist with answer choices (same techniques apply to reading of
poetry and other prose) (SOL 12.3, 12.5, 12.4, 12.6).
(4) Analysis of direct and indirect characterization, and making inferences; creating and supporting thesis:
Students will continue work in assigned groups to analyze assigned character (Vivian, Momma, Grandmother
Baxter) from I Know Why the Caged Bird Sings. Examine images brought by students, select two that best depict
the character, and attach to poster board. Down the left margin, group members will list all the adjectives they can
think of that describe their character. To facilitate this through use of explicit language, teacher will provide a
handout of characterization adjectives. On the right side of the poster, students will provide the evidence for their
adjective. At the bottom, they will then define the type of power their character possesses/represents, being
prepared to discuss its impact on Maya’s development as a survivor (this will be the thesis---the rest of the poster
will be the support). When complete, each group will formally present their project/character to the class.
However, most of this will continue on the next class day. Discussion will follow presentations (SOL 12.4, 12.3,
12.6, 12.1).
Handouts/Materials:
(1) Quote of the day – projected
(2) Quiz on AP Exam Vocab Unit 2 --- spelling component
(3) Black sharpies, colored markers, tape for finishing poster projects
(4) Return graded AP Exam objective test (practice test)
(5) Handout on personal narrative essay assignment.
Assignments:
(1) Bring I Know Why the Caged Bird Sings to next class.
(2) Quiz on AP Exam Vocab Unit 3 (spelling component) – literary devices and modes – next Tues. A Day / next
Wed. B day.
(3) Typed personal narrative essay due (Thursday 9/22 A Day / Fri. 9/23 B Day)
Fri.
A Day
Interims
next Fri.
Objectives:
(1) Writing/Analysis Warm-Up: Students will spend 4-5 minutes writing in response to a projected quote:
interpret meaning; analyze tone/style and how it created through use of rhetorical devices; make connections and
inferences, etc. (SOL 12.3, 12.4; 12.7).
(2) Analysis of direct and indirect characterization, and making inferences; creating and supporting thesis:
Students will make formal oral group presentations of posters analyzing assigned character (Vivian, Momma,
Grandmother Baxter) from I Know Why the Caged Bird Sings. Present thesis about each woman’s form of power;
back it up with supporting information about personal qualities and the basis for these claims. Discussion will
follow presentations (SOL 12.4, 12.3, 12.6, 12.1).
(3) Through teacher introduction and distribution/review of handout entitled “Critical Perspectives in the Reading/
Analysis of Literature”, students will learn the various perspectives that can be employed in the reading/
analysis of literary works: Feminism, Psychoanalytical Theory, Formalist Approach, Mythological/Archetypal
Analysis (Apollonian, Dionysian, archetypal characters/images/ situations), New Historicism, Gender Studies and
Queer Theory, etc. Handout provides extensive examples of points to consider in using each approach. Students
will be asked to determine which approaches would be most appropriate for use with I Know Why the Caged Bird
Sings (SOL 12.3, 12.4, 12.5, 12.6).
Handouts/Materials:
(1) Quote of the day – projected
(2) Handout: Critical Perspectives in Reading/Analysis of Literature
Assignments:
(1) Bring I Know Why the Caged Bird Sings to next class.
(2) Quiz on AP Exam Vocab Unit 3 (spelling component) – literary devices and modes – next Tues. A Day / next
Wed. B day.
(3) Typed personal narrative essay due (Thursday 9/22 A Day / Fri. 9/23 B Day)
(4) Read “Critical Perspectives” handout over the weekend!